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In school settings, instructors may become involved in the selection and preparation of instructional aids, but they often are already in place. For the independent instructor setting, the instructor may need to select and prepare instructional aids. Whatever the setting, instructors need to learn how to effectively use them.
Instructional Aid Theory
For many years, educators have theorized about how the human brain and the memory function during the communicative process. There is general agreement about certain factors that seem pertinent to understanding the use of instructional aids.
• During the communicative process, the sensory register of the memory acts as a filter. As stimuli are received, the individual’s sensory register works to sort out the important bits of information from the routine or less significant bits. Within seconds, what
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h2 Months3 Months4 Months5 MonthsRETENTIONWith AidsWithout Aids
Figure 4-16. Studies generally agree that measurable improvement in student retention of information occurs when instruction is supported by appropriate instructional aids.
is perceived as the most important information is passed to the working or short-term memory where it is processed for possible storage in the long-term memory. This complex process is enhanced by the use of appropriate instructional aids that highlight and emphasize the main points or concepts.
• The working or short-term memory functions are limited by both time and capacity. Therefore, it is essential that the information be arranged in useful bits or chunks for effective coding, rehearsal, or recording. The effectiveness of the instructional aid is critical for this process. Carefully selected charts, graphs, pictures, or other well-organized visual aids are examples of items that help the student understand, as well as retain, essential information.
• Ideally, instructional aids should be designed to cover the key points and concepts. In addition, the coverage should be straightforward and factual so it is easy for students to remember and recall. Generally, instructional aids that are relatively simple are best suited for this purpose.
Reasons for Use of Instructional Aids
In addition to helping students remember important information, instructional aids have other advantages. When properly used, they help gain and hold the attention of students. Audio or visual aids can be very useful in supporting a topic, and the combination of both audio and visual stimuli is particularly effective since the two most important senses are involved. Instructors should keep in mind that they are often salesmen of ideas, and many of the best sales techniques that attract the attention of potential clients are well worth considering. One caution—the instructional aid should keep student attention on the subject; it should not be a distracting gimmick.
Clearly, a major goal of all instruction is for the student to be able to retain as much knowledge of the subject as possible, especially the key points. Numerous studies have attempted to determine how well instructional aids serve this purpose. Indications from the studies vary greatly—from modest results, which show a 10 to 15 percent increase in retention, to more optimistic results in which retention is increased by as much as 80 percent. [Figure 4-16]
Good instructional aids also can help solve certain language barrier problems. Consider the continued expansion of technical terminology in everyday usage. This, coupled with culturally diverse backgrounds of today’s students, makes it necessary for instructors to be precise in their choice of terminology. Words or terms used in an instructional aid should be carefully selected to convey the same meaning for the student as they do for the instructor. They should provide an accurate visual image and make learning easier for the student.
Another use for instructional aids is to clarify the relationships between material objects and concepts. When relationships are presented visually, they often are much easier to understand. For example, the subsystems within a physical unit are relatively easy to relate to each other through the use of schematics or diagrams. Symbols, graphs, and diagrams can also show relationships of location, size, time, frequency,
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t the lesson objective. Are student centered.Build on previous learning.Contain useful and meaningful content that is consistentwith sound principles of learning.Appeal to students.Maintain student attention and interest.Encourage student participation, when appropriate.Lead students in the direction of the behavior or learningoutcomes specified in the learning objective.Provide proper stimuli and reinforcement.Contain quality photo, graphs, and text, as required.Are checked prior to use for completeness and technical accuracy.Contain appropriate terminology for the student.Are properly sequenced.Are easy to understand.Include appropriate safety precautions.Instructional Aids …
　
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